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Why Aren’t Students of Color Staying in BSW Programs?
Teresa L. Beadlescomb
St. Catherine University/University of St. Thomas
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Abstract
Data suggests a slight increase over the last several years in the enrollment of students of color in BSW programs in the United States, however these students continue to drop out at higher rates than their white counterparts (CSWE, 2016). Using elements of Empowerment Theory and focusing on implicit curriculum as a methodology through which retention can be addressed, this presentation focused on identifying ways to increase retention rates of BSW students of color.
After identifying factors that can interfere with retaining students of color, presentation
participants engaged in a presenter-facilitated small-group activity, and a large-group discussion during which attendees identified elements of their BSW programs that currently address this issue, and selected ways in which they could modify current practices, through components of implicit curriculum, in order to increase retention of BSW students of color. This presentation was given at the annual Association of Baccalaureate Social Work Program Directors (BPD) conference which was held in Atlanta, GA, March 14 – 18, 2018. The presentation was in workshop format with approximately 60 individuals in attendance.
Keywords: students of color, BSW students, retention, empowerment
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Product Three: Conference Presentation
Why Aren’t Students of Color Staying in BSW Programs?
Introduction
Students of color remain underrepresented in social work education programs. According to the Council on Social Work Education (2016), only 37.4% of the 19,596 BSW degrees
awarded during the 2014-2015 academic year, were awarded to students from historically underrepresented groups (CSWE, 2016). While data represent a slight increase over time in the enrollment of students of color in BSW programs, these students continue to drop out at higher rates than their white counterparts (ACT, 2016; CSWE, 2016). Since schools of social work serve as the sentinel of the profession, few elements are more crucial to the profession than the diversity of the students who enter and successfully complete a social work degree. If the social work profession is to adhere to its charge of promoting equity and diversity, it must cultivate and secure a more balanced composition of its student body.
Ways to cultivate and secure a more balanced composition of a BSW student body will be offered through the lens of empowerment theory. Empowerment is, first and foremost, about power; changing power dynamics in favor of those who previously exercised little power over their own lives (Lord & Hutchison, 1993; Rappaport, Swift & Hess, 1984; Zimmerman, 1990).
Tenets of the framework employed during the presentation were: individuals are assumed to understand their own needs better than anyone else, and therefore should have the power to define and act upon them; all people possess strengths on which they can build; empowerment is a lifelong endeavor; and personal knowledge and experience are valid and useful in coping effectively (Lord & Hutchison, 1993).
EXAMINING INFLUENCING FACTORS 28 Empowered learners are more motivated to perform classroom tasks, find the required tasks more meaningful, feel more competent in the classroom, and feel they have an impact on their learning process (Bowman & Denson, 2014; Houser & Brainbridge-Frymeyer, 2009). One could conjecture that fewer students of color would be dropping out of BSW programs if they were empowered learners. Perhaps it is the case that we as social work educators are not empowering our students enough in our classrooms or in our programs overall. If we are to understand the underrepresentation of students of color in BSW graduation rates, ways in which social work programs are, and are not providing opportunities for students to demonstrate that they are motivated and competent learners must be explored (Morrow & Ackermann, 2012).
Respecting diversity is a core principle in social work education. Consequently, it is important that we close the retention gap between white students and students of color in our social work education programs. This presentation examined social work educators’ experience in the role of empowering social work students, especially as it relates to working with students of color, through components of implicit curriculum. Through small-group activities and large-group discussion facilitated by this author, elements of existing BSW programs' culture which foster inclusion, engagement, and empowerment of students of color were explored.
Additionally, participants identified ways to apply various elements of empowering BSW students of color to student recruitment, student mentoring/advising, and practicum experiences.
Presentation of Content
This presentation was given at the annual Association of Baccalaureate Social Work Program Directors (BPD) conference which was held in Atlanta, GA, March 14 – 18, 2018. The presentation was in workshop format, and was conducted on Thursday, March 15 from 11:00am – 12:15pm. This presentation was consistent with the 2018 BPD conference theme “The Grand
EXAMINING INFLUENCING FACTORS 29 Challenges of Political Change” in that it focused on ways to navigate social work education policies and practices in ways that will address the sociopolitical of retention of BSW students of color. The presentation included three main categories: discussion concerning possible
contributing factors to the issue, an overview of the elements of Empower Theory as they relate to student retention, and an examination of implicit curriculum in their programs as a
methodology for empowering students; a small-group activity during which attendees identified ways to operationalize their ideas about empowering students through implicit curriculum; and a large-group discussion during which the presenter facilitated the sharing of ideas about
empowering and retaining BSW students of color.
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